Pub Date : 2022-12-21DOI: 10.1177/00224871221142843
S. Kavanagh, S. Feiman-Nemser, Karen Hammerness, Kavita Kapadia Matsko, J. Wallace
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K–12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 mentors think about mentoring practices that occur outside versus inside of instructional time. An analysis of mentor interviews found that mentors prefer to interact with novices outside of instructional time because they fear undercutting novices’ authority and autonomy when interacting with them during instruction. However, findings also suggest that hybrid practices (those that straddle the outside/inside boundary) are valued by mentors although they are rarely enacted. This finding has implications for programs interested in supporting mentors to diversify the practices they employ to support novice teachers.
{"title":"Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching","authors":"S. Kavanagh, S. Feiman-Nemser, Karen Hammerness, Kavita Kapadia Matsko, J. Wallace","doi":"10.1177/00224871221142843","DOIUrl":"https://doi.org/10.1177/00224871221142843","url":null,"abstract":"Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K–12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often fail to see much of what happens in classrooms. This article investigates and conceptualizes what 27 mentors think about mentoring practices that occur outside versus inside of instructional time. An analysis of mentor interviews found that mentors prefer to interact with novices outside of instructional time because they fear undercutting novices’ authority and autonomy when interacting with them during instruction. However, findings also suggest that hybrid practices (those that straddle the outside/inside boundary) are valued by mentors although they are rarely enacted. This finding has implications for programs interested in supporting mentors to diversify the practices they employ to support novice teachers.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1177/00224871221137622
Valerie Hill-Jackson, C. Craig
In the May 2006 issue of the Journal of Teacher Education, Linda Darling-Hammond tenders an illuminating appraisal of three intersecting categories of knowledge that teachers need in the 21st century: knowledge of learners, knowledge of subject matter, and knowledge of teaching. By no means does this editorial attempt to punch holes into the evidence or rationality of her proposed arguments. We avoid such futility here as the three-grouping framework of teacher knowledge, which was conceived by Shulman (1981, 1986), expounded upon by the National Commission on Teaching and America’s Future (2003), and problematized by Darling-Hammond (2006), unveils an operational clarity for those who appreciate the realms or the “what” of teacher knowledge specifically, and the implications for teacher education more broadly. In advancing this conversation, we extend Darling-Hammond’s discourse on the three areas of teacher knowledge to gain a renewed perspective—considering the burgeoning theories, practices, and research taking place in the field. Darling-Hammond captures the potential of teacher knowledge when she proposes that
{"title":"(Re)Constructing Teacher Knowledge: Old Quests for New Reform","authors":"Valerie Hill-Jackson, C. Craig","doi":"10.1177/00224871221137622","DOIUrl":"https://doi.org/10.1177/00224871221137622","url":null,"abstract":"In the May 2006 issue of the Journal of Teacher Education, Linda Darling-Hammond tenders an illuminating appraisal of three intersecting categories of knowledge that teachers need in the 21st century: knowledge of learners, knowledge of subject matter, and knowledge of teaching. By no means does this editorial attempt to punch holes into the evidence or rationality of her proposed arguments. We avoid such futility here as the three-grouping framework of teacher knowledge, which was conceived by Shulman (1981, 1986), expounded upon by the National Commission on Teaching and America’s Future (2003), and problematized by Darling-Hammond (2006), unveils an operational clarity for those who appreciate the realms or the “what” of teacher knowledge specifically, and the implications for teacher education more broadly. In advancing this conversation, we extend Darling-Hammond’s discourse on the three areas of teacher knowledge to gain a renewed perspective—considering the burgeoning theories, practices, and research taking place in the field. Darling-Hammond captures the potential of teacher knowledge when she proposes that","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48038235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-04DOI: 10.1177/00224871221130742
A. Rasooli, Abdollah Rasegh, H. Zandi, Tahereh Firoozi
With heightened equity pursuits in 21st century schools and the key role of assessment in teachers’ concerns with educational equity, scholars have recently attempted to empirically investigate teachers’ conceptions of fairness in classroom assessment. This study contributes to this growing literature and draws on interview data from 27 experienced high school teachers to further appreciate the factors that propel teachers’ fairness conceptions. The results indicate that the teachers’ conceptions of fairness in classroom assessment were influenced by three themes: (a) individual mechanisms, (b) social mechanisms, and (c) dialectical relationships between individual and social mechanisms. These themes underscored how teachers’ individual philosophies and experiences interacted with their encounters with social conditions of society, schools, and classrooms to influence their conceptions and articulated practices of fairness in classroom assessments. The results contribute to provoke conversations around assessment fairness education during pre- and in-service programs.
{"title":"Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study","authors":"A. Rasooli, Abdollah Rasegh, H. Zandi, Tahereh Firoozi","doi":"10.1177/00224871221130742","DOIUrl":"https://doi.org/10.1177/00224871221130742","url":null,"abstract":"With heightened equity pursuits in 21st century schools and the key role of assessment in teachers’ concerns with educational equity, scholars have recently attempted to empirically investigate teachers’ conceptions of fairness in classroom assessment. This study contributes to this growing literature and draws on interview data from 27 experienced high school teachers to further appreciate the factors that propel teachers’ fairness conceptions. The results indicate that the teachers’ conceptions of fairness in classroom assessment were influenced by three themes: (a) individual mechanisms, (b) social mechanisms, and (c) dialectical relationships between individual and social mechanisms. These themes underscored how teachers’ individual philosophies and experiences interacted with their encounters with social conditions of society, schools, and classrooms to influence their conceptions and articulated practices of fairness in classroom assessments. The results contribute to provoke conversations around assessment fairness education during pre- and in-service programs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46299522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.1177/00224871221123724
Marilyn Cochran-Smith, C. Craig, L. Orland‐Barak, Chelsea Cole, Valerie Hill-Jackson
Goodlad believed that teachers played a central role in schooling, which was a moral enterprise that shaped our changing democratic society. However, in visits to colleges and universities across the nation, Goodlad and his colleagues found that almost no teacher education programs included preparing teachers to be agents of change as part of their purpose. He lamented, “Somehow, the idea that we are our own best agents of change and the will to act have taken a second seat to quiescence” (p. 398). Perhaps times have not changed so much in terms of excoriating critiques of teacher education from both insiders and outsiders. But they have changed in terms of teacher education and agency. Today, many topics related to teacher agency are of central interest in teacher education research, practice, and policy, including conceptualizing teacher agency; preparing agentic educators across the lifespan; the role of teacher agency in curriculum change, social justice agendas, and school reform; and, teacher agency in the face of restrictive performativity and other policies.1 In this editorial, we consider three key ideas related to teacher agency that we think are especially important for teacher education.
{"title":"Agents, Agency, and Teacher Education","authors":"Marilyn Cochran-Smith, C. Craig, L. Orland‐Barak, Chelsea Cole, Valerie Hill-Jackson","doi":"10.1177/00224871221123724","DOIUrl":"https://doi.org/10.1177/00224871221123724","url":null,"abstract":"Goodlad believed that teachers played a central role in schooling, which was a moral enterprise that shaped our changing democratic society. However, in visits to colleges and universities across the nation, Goodlad and his colleagues found that almost no teacher education programs included preparing teachers to be agents of change as part of their purpose. He lamented, “Somehow, the idea that we are our own best agents of change and the will to act have taken a second seat to quiescence” (p. 398). Perhaps times have not changed so much in terms of excoriating critiques of teacher education from both insiders and outsiders. But they have changed in terms of teacher education and agency. Today, many topics related to teacher agency are of central interest in teacher education research, practice, and policy, including conceptualizing teacher agency; preparing agentic educators across the lifespan; the role of teacher agency in curriculum change, social justice agendas, and school reform; and, teacher agency in the face of restrictive performativity and other policies.1 In this editorial, we consider three key ideas related to teacher agency that we think are especially important for teacher education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1177/00224871221121767
S. Kavanagh, Katie A. Danielson, Elizabeth Schiavone Gotwalt
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call proactive pedagogical reasoning to balancing that with what we have come to call responsive pedagogical reasoning.
{"title":"Preparing in Advance to Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development","authors":"S. Kavanagh, Katie A. Danielson, Elizabeth Schiavone Gotwalt","doi":"10.1177/00224871221121767","DOIUrl":"https://doi.org/10.1177/00224871221121767","url":null,"abstract":"Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation influence opportunities for student talk. Grounded in data from a job-embedded professional development program for fourth- to eighth-grade literacy teachers, we analyzed videos of teachers co-planning and co-facilitating discussions with students. Findings indicate that, across 1 year, during co-facilitated classroom discussions, teacher talk decreased, while student talk increased. In a parallel finding, our analysis of co-planning sessions revealed that the ways teachers planned for discussions also changed. Teachers went from engaging only in what we call proactive pedagogical reasoning to balancing that with what we have come to call responsive pedagogical reasoning.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1177/00224871221121278
A. R. Firestone, Rebecca A. Cruz
This mixed methods study surveyed 209 K-12 special education teachers about their perceptions of preparedness to teach students with mental health needs that manifest internally (e.g., quiet distress, withdrawal, excessive worry). We used a construct-modeling approach to develop the survey instrument and establish evidence of validity, reliability, and fairness, and it included both multiple-choice questions, used for descriptive and regression analyses, and open-ended items, coded to identify key themes. Results indicated that special educators generally had low perceptions of preparedness to support students with internalizing needs. In addition, we found that participants possessed critical misconceptions about research-based practices for supporting students with these needs in the school context, and that differences in perceptions of preparedness were associated with teachers’ race and the grade level at which they taught.
{"title":"“It’s Not Easy, But It Needs to Be Done”: Educators’ Perceptions of Preparedness to Teach Students With Internalizing Mental Health Needs","authors":"A. R. Firestone, Rebecca A. Cruz","doi":"10.1177/00224871221121278","DOIUrl":"https://doi.org/10.1177/00224871221121278","url":null,"abstract":"This mixed methods study surveyed 209 K-12 special education teachers about their perceptions of preparedness to teach students with mental health needs that manifest internally (e.g., quiet distress, withdrawal, excessive worry). We used a construct-modeling approach to develop the survey instrument and establish evidence of validity, reliability, and fairness, and it included both multiple-choice questions, used for descriptive and regression analyses, and open-ended items, coded to identify key themes. Results indicated that special educators generally had low perceptions of preparedness to support students with internalizing needs. In addition, we found that participants possessed critical misconceptions about research-based practices for supporting students with these needs in the school context, and that differences in perceptions of preparedness were associated with teachers’ race and the grade level at which they taught.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43692094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-13DOI: 10.1177/00224871221121285
S. Sanders-Smith, A. Olguín, Kutasha Bryan-Silva
Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates’ field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities.
{"title":"Pushing Through: Developing Teacher Identity Under Times of Crisis","authors":"S. Sanders-Smith, A. Olguín, Kutasha Bryan-Silva","doi":"10.1177/00224871221121285","DOIUrl":"https://doi.org/10.1177/00224871221121285","url":null,"abstract":"Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates’ field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44619010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1177/00224871221123728
Marilyn Cochran-Smith, E. Reagan
Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for “fixing” teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during the same time period, most major policy proposals regarding teacher education evaluation and accountability have said very little about equity. This article makes an argument for equity-centered teacher education evaluation and accountability by highlighting nine innovative examples that collectively illustrate what it means and what it looks like to position equity at the center of teacher education evaluation/accountability. Together, these examples are intended to be generative, providing a lens into how the interrelated dimensions of strong equity-centered evaluation play out at different sites of practice and how equity initiatives emerge and operate at different levels of policy.
{"title":"Centering Equity in Teacher Education Evaluation: From Principles to Transformative Enactment","authors":"Marilyn Cochran-Smith, E. Reagan","doi":"10.1177/00224871221123728","DOIUrl":"https://doi.org/10.1177/00224871221123728","url":null,"abstract":"Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for “fixing” teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during the same time period, most major policy proposals regarding teacher education evaluation and accountability have said very little about equity. This article makes an argument for equity-centered teacher education evaluation and accountability by highlighting nine innovative examples that collectively illustrate what it means and what it looks like to position equity at the center of teacher education evaluation/accountability. Together, these examples are intended to be generative, providing a lens into how the interrelated dimensions of strong equity-centered evaluation play out at different sites of practice and how equity initiatives emerge and operate at different levels of policy.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44151183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1177/00224871221118155
John A. Williams III, Valerie Hill-Jackson, Cassidy Caldwell, C. Craig
Although teacher workforce and labor market concerns have dominated the field of teacher education for decades in the United States (Darling-Hammond et al., 2017; Garcia et al., 2022), the teacher shortage crisis is a worldwide conundrum. “Even where general teacher supply and demand are in balance, many countries face shortages of specialist teachers and shortages in schools serving disadvantaged or isolated communities” (Organisation for Economic Co-operation and Development [OECD], 2011, p. 10). Student achievement correlates to the economic and societal advancement of nations (Hanushek, 2013), and an effective teacher workforce is pivotal to student learning. Studies confirm that teacher quality is the central school-based predictor of student achievement (Lasley et al., 2006; Vagi et al., 2019) and that years of uninterrupted and efficacious teaching can counteract the learning deficits of students placed at risk (Chetty et al., 2011; Freedman & Appleman, 2009). Although the motivating factors for teachers choosing to enter or stay in a school have changed over the last few decades—usually around issues of turnover brought about by school conditions (Craig, 2020; Geiger & Pivovarova, 2018; Ingersoll et al., 2018), few opportunities for advancement (Guha et al., 2017), burnout (Saloviita & Pakarinen, 2021), lack of prestige (Matete, 2021, Lee et al., 2020), limited autonomy (Warner-Griffin et al., 2018), challenging student behavior in the classroom (Williams et al., 2020), and poor pay (Allegretto & Mishel, 2018)—the need for more teacher workforce proposals has not. Despite the vast educational, cultural, and scale differences among our teacher preparation programs around the world, we find that our dilemmas in teacher recruitment and retention are fundamentally similar in nature. Schools worldwide have greater difficulty in recruiting novice teachers (Ingersoll et al., 2018; O’Doherty & Harford, 2018; Perryman & Calvert, 2020) and offering competitive packages to support and retain teachers beyond their initial years in the field. Modernizing the ways we offer meaningful professional incentives to nurture and retain beginning and effective teachers remains top of mind for international practitioners and researchers in the field of teacher education. This editorial is divided into two parts. First, the editors of the Journal of Teacher Education propose that global challenges in teacher education require international collaboration. Although teacher labor issues are best addressed at the regional or local level, educationalists should commit to identifying solutions (read as an orientation toward challenge, Hallman et al., 2022) that are born out of the international exchange of ideas. The suffusion of ideas from the global to the local, and from the local to the global, may bring to bear our best thinking to stem the teacher recruitment and retention crisis. Second, and to demonstrate this point, we highlight four regional examples that sh
尽管几十年来，教师劳动力和劳动力市场问题一直主导着美国的教师教育领域(Darling-Hammond et al.， 2017;Garcia et al.， 2022)，教师短缺危机是一个世界性的难题。“即使在一般教师供需平衡的地方，许多国家也面临专业教师短缺和服务于弱势或孤立社区的学校短缺的问题”(经济合作与发展组织，2011年，第10页)。学生的成绩与国家的经济和社会进步相关(Hanushek, 2013)，有效的教师队伍对学生的学习至关重要。研究证实，教师素质是学生成绩的核心校本预测因子(Lasley et al.， 2006;Vagi等人，2019)，多年不间断的有效教学可以抵消处于风险中的学生的学习缺陷(Chetty等人，2011;Freedman & Appleman, 2009)。尽管在过去的几十年里，教师选择进入或留在学校的激励因素已经发生了变化——通常是围绕学校条件带来的人员流动问题(Craig, 2020;Geiger & Pivovarova, 2018;Ingersoll等人，2018)，晋升机会少(Guha等人，2017)，倦怠(Saloviita和Pakarinen, 2021)，缺乏声望(Matete, 2021, Lee等人，2020)，有限的自主权(Warner-Griffin等人，2018)，挑战学生在课堂上的行为(Williams等人，2020)，以及低工资(Allegretto和Mishel, 2018) -对更多教师劳动力的需求还没有。尽管世界各地的教师培训项目存在着巨大的教育、文化和规模差异，但我们发现，我们在教师招聘和保留方面面临的困境本质上是基本相似的。世界各地的学校招聘新教师的难度更大(Ingersoll et al.， 2018;O 'Doherty & Harford, 2018;Perryman & Calvert, 2020)，并提供有竞争力的待遇，以支持和留住教师，超过他们在该领域的最初几年。现代化我们提供有意义的专业激励的方式，以培养和留住初级和有效的教师，仍然是教师教育领域的国际从业者和研究人员最关心的问题。这篇社论分为两部分。首先，《教师教育杂志》的编辑们提出，教师教育面临的全球性挑战需要国际合作。虽然教师劳动问题最好在地区或地方层面得到解决，但教育工作者应该致力于从国际思想交流中找到解决方案(可理解为面向挑战，Hallman等人，2022)。从全球到本地、从本地到全球的各种想法，可能会给我们带来解决教师招聘和留住危机的最佳思路。其次，为了证明这一点，我们重点介绍了四个地区的例子，这些例子展示了教师招聘和保留方面的教师教育实践，这些实践可以被重新考虑为长期战略。
{"title":"Teacher Recruitment and Retention: Local Strategies, Global Inspiration","authors":"John A. Williams III, Valerie Hill-Jackson, Cassidy Caldwell, C. Craig","doi":"10.1177/00224871221118155","DOIUrl":"https://doi.org/10.1177/00224871221118155","url":null,"abstract":"Although teacher workforce and labor market concerns have dominated the field of teacher education for decades in the United States (Darling-Hammond et al., 2017; Garcia et al., 2022), the teacher shortage crisis is a worldwide conundrum. “Even where general teacher supply and demand are in balance, many countries face shortages of specialist teachers and shortages in schools serving disadvantaged or isolated communities” (Organisation for Economic Co-operation and Development [OECD], 2011, p. 10). Student achievement correlates to the economic and societal advancement of nations (Hanushek, 2013), and an effective teacher workforce is pivotal to student learning. Studies confirm that teacher quality is the central school-based predictor of student achievement (Lasley et al., 2006; Vagi et al., 2019) and that years of uninterrupted and efficacious teaching can counteract the learning deficits of students placed at risk (Chetty et al., 2011; Freedman & Appleman, 2009). Although the motivating factors for teachers choosing to enter or stay in a school have changed over the last few decades—usually around issues of turnover brought about by school conditions (Craig, 2020; Geiger & Pivovarova, 2018; Ingersoll et al., 2018), few opportunities for advancement (Guha et al., 2017), burnout (Saloviita & Pakarinen, 2021), lack of prestige (Matete, 2021, Lee et al., 2020), limited autonomy (Warner-Griffin et al., 2018), challenging student behavior in the classroom (Williams et al., 2020), and poor pay (Allegretto & Mishel, 2018)—the need for more teacher workforce proposals has not. Despite the vast educational, cultural, and scale differences among our teacher preparation programs around the world, we find that our dilemmas in teacher recruitment and retention are fundamentally similar in nature. Schools worldwide have greater difficulty in recruiting novice teachers (Ingersoll et al., 2018; O’Doherty & Harford, 2018; Perryman & Calvert, 2020) and offering competitive packages to support and retain teachers beyond their initial years in the field. Modernizing the ways we offer meaningful professional incentives to nurture and retain beginning and effective teachers remains top of mind for international practitioners and researchers in the field of teacher education. This editorial is divided into two parts. First, the editors of the Journal of Teacher Education propose that global challenges in teacher education require international collaboration. Although teacher labor issues are best addressed at the regional or local level, educationalists should commit to identifying solutions (read as an orientation toward challenge, Hallman et al., 2022) that are born out of the international exchange of ideas. The suffusion of ideas from the global to the local, and from the local to the global, may bring to bear our best thinking to stem the teacher recruitment and retention crisis. Second, and to demonstrate this point, we highlight four regional examples that sh","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44194688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-15eCollection Date: 2022-11-01DOI: 10.1177/00224871221108655
Lana Parker, Shijing Xu, Chenkai Chi
Mentoring is an essential fixture of teacher education. With growing opportunities for international learning exchanges, there is a need to better understand how cross-cultural mentoring can be characterized by reciprocal learning. This study investigated mentee perceptions of the mentoring relationship in an international, cross-cultural teacher education exchange. We conducted research among 19 Chinese preservice teachers who participated in an international teacher education exchange program, exploring their perspectives on the cross-cultural mentoring relationship and mutual learning. Our findings suggest that learning outcomes are improved in a mentoring relationship when there are strong relational ties, opportunities for reciprocal learning, and a greater awareness of cultural complexity. We contend that there is value in supporting the mentoring relationship directly, which has implications for both international exchanges and teacher education programs.
{"title":"Chinese Preservice Teachers' Perspectives of Mentoring Relationships in an International Learning Partnership.","authors":"Lana Parker, Shijing Xu, Chenkai Chi","doi":"10.1177/00224871221108655","DOIUrl":"https://doi.org/10.1177/00224871221108655","url":null,"abstract":"<p><p>Mentoring is an essential fixture of teacher education. With growing opportunities for international learning exchanges, there is a need to better understand how cross-cultural mentoring can be characterized by reciprocal learning. This study investigated mentee perceptions of the mentoring relationship in an international, cross-cultural teacher education exchange. We conducted research among 19 Chinese preservice teachers who participated in an international teacher education exchange program, exploring their perspectives on the cross-cultural mentoring relationship and mutual learning. Our findings suggest that learning outcomes are improved in a mentoring relationship when there are strong relational ties, opportunities for reciprocal learning, and a greater awareness of cultural complexity. We contend that there is value in supporting the mentoring relationship directly, which has implications for both international exchanges and teacher education programs.</p>","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/c5/12/10.1177_00224871221108655.PMC9527445.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33491125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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